|
|
The implications of young children's digital
consumerist play for changing the kindergarten curriculum 2105
Nuttall J. PhD, Associate Professor, Principal Research Fellow, Faculty of Education, Australian Catholic University Edward S. PhD, Principal Research Fellow, Faculty of Education, Australian Catholic University Lee S. PhD, Research Fellow, Senior Proven Research Team, Faculty of Education, Australian Catholic University Mantilla A. PhD, Executive Assistant, Faculty of Education, Australian Catholic University Wood E. PhD, Professor of Education, Director of Research, University of Sheffield
Cultural-historical theory makes claims about the place of play in children's development and its relationship to epoch-typical forms of development. This paper reports from a study that is attempting to understand the changing developmental context for young children in digitalconsumerist cultures and the consequences of this for kindergarten curriculum. Five children from kindergartens in Melbourne, Australia, were videotaped engaging with a series of artefacts on a continuum from traditional/generic through to digital-consumerist. The children were found to engage with the artefacts in ways that are largely consistent with existing perspectives on play. However, problemsolving predominated with the traditional toys, whilst children's preexisting knowledge was much more apparent in consumerist and digital-consumerist play. The paper concludes that teachers need to incorporate changing understandings about the potential of digital-consumerist artefacts to enhance play in early childhood education into their curriculum decisionmaking, thereby contributing to changes in the culture of kindergartens and in children's general cultural formation.
- Ailwood J. (2010). It's about power: Researching play, pedagogy
and participation in the early years of school. In S. Rogers (Ed.), Rethinking
play and pedagogy in early chidhood education. Concepts, contexts and cultures.
London: Routledge.
- Andrews A. (2010). Peppa Pig™ the best-selling preschool toy of
2010, beats Thomas the Tank Engine. The Telegraph. Posted 25th January, 2011.
Available at: http://
www.telegraph.co.uk/finance/newsbysector/retailandconsumer/8279793/Peppa-Pig-the-best-selling-pre-school-toy-of2010beatsThomas-the-Tank-Engine.html
- Aronsson K. (2010). Learning through play. In P. Peterson, E.
Baker, & B. McGaw (Eds.), International Encyclopaedia of Education, pp.
330—334. Elsevier: Amsterdam.
- Blaise M. (2010). New maps for old terrain: creating a
postdevelopmental logic of gender and sexuality in the early years. Chapter in
L. Brooker & S. Edwards (Eds.), Engaging Play, (pp. 80—96). Open University
Press: Maidenhead.
- Bodrova E., & Leong D. (2006). Adult influences on play. The
Vygotskian approach. Chapter in D. Fromberg (Ed.), Play form birth to twelve:
contexts, perspectives and meaning. Routledge: Hoboken.
- Broadhead P., Howard J. & Wood E. (2010). Play and
learning in the early years. SAGE: London.
- Calvert S. (2008). Children as consumers: advertising and
marketing. Future of Children, 18 (1), 205—234
- Chen J., & Chang C. (2011). Using computers in early childhood
classrooms. Teachers' attitudes, skills and practices. Journal of Early
Childhood Research, 9 (3), 169—188.
- Cheng M2F. & Johnson J.E. (2010). Research on children's play:
An analysis of developmental and early education journals from 2005 to 2007.
Early Childhood Education Journal, 37, 249—259.
- Chudacoff H. (2011). The history of children's play in the United
States. Chapter in A. Pellegrini (Ed.), The Oxford Handbook of the development
of play, (pp. 101—110). Oxford: Oxford University Press.
- Cohen L., & Morrison K., & Manion L. (2007). Research
methods in education. Routledge: Abingdon, Oxon.
- Cook D. (2005) The dichotomous child in and of commercial culture.
Childhood, 12 (2), 155—159.
- Cross G. (2010). Children and the market. An American historical
perspective. Chapter in D. Marshall and
- Todd. Understanding children as consumers, (pp. 100—115). London:
SAGE Publications
- Davydov V. (1982). The influence of L.S. Vygotsky on Education,
Theory, Research and Practice (Trans. S. Kerr). Educational Researcher, 24 (3),
12—21.
- Department for Education (2012). Statutory Framework for the Early Years
Foundation Stage. Setting the standards for learning, development and care for
children from birth to five. London: Crown.
- Department of Education, Employment and Workforce Relations (2009).
Belonging, Being and Becoming. The Early Years Learning Framework for
Australia. Canberra, Australia.
- DeCuir-Gunby J.T., Marshall P.L., & McCulloch A.W. 2011).
Developing and Using a codebook for the Analysis of Interview Data: An Example
from a Professional Development Research Project. Field Methods, 23 (2),
136—155.
- DeVries R., Zan B., Hildebrandt C., Edmiaston R., & Sales C.
(2002). Developing constructivist early childhood curriculum: Early Childhood
Education series. Teachers College Press: New York.
- Dumais S.A. (2006). Early childhood cultural capital, parental
habitus, and teachers' perceptions. Poetics, 34 (2), 83—107.
- Duncan R., & Tarulli D. (2003). Play as the leading activity
of the preschool period: insights from Vygotsky, Leont'ev and Bakhtin. Early
Education and Development, 14 (3), 271—292.
- Edgar D., & Edgar P. (2008). The new child. In search of
smarter grownups. Wilkinson Publishing: Melbourne.
- Edwards S. (2010). 'Numberjacks are on their way': A cultural
historical reflection on contemporary society and the early childhood
curriculum. Pedagogy, Culture and Society, 18 (3), 261—272.
- Edwards S. (2011). Lessons from 'a really useful engine'™: Using
Thomas the Tank Engine™ to examine the relationship between play as a leading
activity, imagination and reality in children's contemporary play worlds.
Cambridge Journal of Education, 41 (2), 195—210.
- Edwards S. (2013). Post-industrial play: understanding the
relationship between traditional and converged forms of play in the early
years. Chapter in J. Marsh., & A. Burke (Eds.), Children's Virtual Play
Worlds: Culture, Learning, and Participation. Peter Lang: New York.
- Edwards S. (forthcoming). Towards contemporary play: sociocultural
theory and the digital-consumerist context. Journal of Early Childhood
Research
- Fleer M. (2010). Early learning and development:
Cultural-historical concepts in play. Melbourne, Australia: Cambridge
University Press.
- Giovacco-Johnson T. (2008). Applied ethics as a foundation in
early childhood teacher education: Exploring the connections and possibilities.
Early Childhood Education Journal, 38, 449—456.
- Goldstein J. (2011). Technology and play. The Oxford Handbook of
the development of play, (pp. 322—341). Oxford: Oxford University Press.
- Harcourt D., Conroy H. (2011). Informed consent: processes and
procedures: seeking research partnerships with young children. Chapter in D.
Harcourt., B. Perry., & T. Waller (Eds.), Researching young children's
perspectives. Debating the ethics and dilemmas of educational research with
children, pp, 38—52. Routledge: New York.
- Ironico S. (2012). The active role of children as consumers. Young
Consumers: Insight and Ideas for Responsible Marketers, 13 (1), 30—44.
- Isenberg J., & Quisenberry N. (2002). Play is essential for
all children. Childhood Education, 79 (1), 33—39.
- Japiassu R. (2008). Pretend play and preschoolers. Chapter in B.
van Oers., W. Wardekker., E. Elbers & R. van der Veer (Eds.), The
transformation of learning. Advances in cultural-historical theory, pp.
380—399. Cambridge University Press: Cambridge.
- Kirkorian H., Wartella E., & Anderson D. (2008). Media and
young children's learning. The Future of Children, 18 (1) 39—61.
- Kravstova E. (2006). The concept of age-specific new psychological
formations in contemporary developmental psychology. Journal of Russian and
East European Psychology, 44 (6), 6—18.
- Marshall D. (2010). Introduction. Chapter in D. Marshall and S.
Todd. Understanding children as consumers, pp. 20—39. London: SAGE
Publications.
- Ministry of Social Affairs and Health (2004). National Curriculum
Guidelines on Early Childhood Education and Care in Finland. Helsinki.
- Ministry of Education, Singapore (2003). Nurturing Early Learners: A
framework for a kindergarten curriculum in Singapore. Singapore: Preschool
Education Unit.
- Ministry of Education (1996). Te Whariki. He whariki matauranga mo nga
mokop[1]una o Aotearoa: Early childhood curriculum. Wellington: Learning
Media.
- National Association for the Education of Young Children. (2009).
Developmentally Appropriate Practice Guidelines. Position Statement.
Washington, DC.
- Nutbrown C. (2005). Key concepts in early childhood education and
care. Thousand Oaks, CA: SAGE Publications.
- Nuttall J. (2004). Negotiating reality in early childhood
curriculum: The social psychology of teaching as a group. New Zealand Journal
of Educational Studies, 39 (1), 39—53.
- Paterson M. (2006) Consumption and everyday life. London:
Routledge.
- Patton M.Q. (2002). Qualitative research and evaluation methods.
Thousand Oaks, CA: Sage Publications.
- Plowman L., Stevenson O., Stephen C., McPake J. (2012). Preschool
children's learning with technology at home. Computers & Education, 59 (1)
30—37.
- Plowman L., McPake, J. & Stephen C. (2010). The
technologisation of childhood? Young children and technology in the home.
Children and Society, 24 (1), 63—74.
- Rideout V.J., Foehr U.G., Roberts D.F. (2010). Generation M2:
media in the lives of 8—18 year-olds. Kaiser Family Foundation. January 2010.
Available at:
http://www.kff.org/entmedia/upload/8010.pdf
- Rutherford L., Bittman M., & Biron D. (2010). Young children
and the media. A discussion paper. Australian Research Alliance for Children
and Youth.
- Smith P., & Pellegrini A. (2008). Learning through play.
Encyclopedia on early childhood development. Early Childhood Learning Knowledge
Centre: Canada.
- Thomas D.R. (2006). A general inductive approach for analyzing
qualitative evaluation data. American Journal of Evaluation, 27 (2),
237—246.
- Vandewater E., Rideout V., Wartella E., Huang X., Lee J., & Shim
M. (2007). Digital childhood: electronic media and technology use amongst
infants, toddlers and pre-schoolers. Paediatrics, 119 (5), 1006—1015.
- Verenkina I., & Kervin L. (2011). iPads, digital play and are
pre-schoolers. He Kupu, 2 (5), 4—19.
- Vygotsky L. (2004). Imagination and creativity in childhood.
Journal of Russian and East European Psychology, 42 (1), 7—97.
- Wood E. (Ed.) (2008). The Routledge reader in early childhood
education. London, UK: Routledge.
- Yelland N. (2011). Reconceptualising play and learning in the
lives of young children. Australasian Journal of Early Childhood. Vol. 36
(2).
|
|